Aldous, David

Lamb, Penny

Lane, Kathleen

University of East Anglia digital repository

Peer review and evaluation: enhancing reflective abilities of trainee teachersAuthors:  Dr Penny Lamb, Dr David Aldous & Dr Kathleen LaneAffiliation: School of Education and Lifelong Learning, University of East AngliaWord Count: 398Research aims: The benefits of creating reflective opportunities in preparing trainee teachers for the challenges and realities of classrooms is well versed within the field of teacher training (Calderhead, 1996; Macdonald & Tinning, 2003; Tsangaridou & Siedentop, 1995). The aim of this research project is to explore innovative ways of enhancing the reflective abilities of Physical Education trainee teachers through establishing peer ‘training buddies’ during their course. In doing so, this ongoing study provides trainees with opportunities to actively engage in strategies of peer and self reflection.Methodology:Participants were full-time Post-Graduate Secondary Physical Education trainee teachers (N=45) engaged in both university and school-based training. Data was collected through reflective surveys, focus groups and trainee comments posted using digital discussion boards. Initially trainee teachers were provided with opportunities to engage in recording peers’ micro-teaching, practising skills in self-review, peer-review and evaluation dialogue techniques. Prior to their first block of school-based practice trainees were randomly assigned a peer training buddy. During placement, each trainee visited their training buddy’s school, digitally recording a selected lesson. This was immediately followed by the two trainee teachers watching the recorded lesson together and conducting a joint evaluation. This allowed them to engage in reflective analysis, evaluation and discussion. The process was repeated during the trainees’ second block teaching practice with a different peer training buddy. Findings: Several themes continue to emerge from the research. Based on the peer-review experience, trainees highlighted the positive effect in being able to discuss, reflect and evaluate. This helped them to develop their own habitual skills as a teacher. Furthermore, this collaborative process had a positive impact on the trainee’s professional development. Finally, the data illustrates the positive reinforcement of receiving informal feedback from a peer as opposed to school-based professionals. Such reinforcement is enabled through having someone who was also going through the same pressures being able to offer feedback and relate it to the placement.Conclusion: This study underlines the importance of developing tools that permit trainee Physical Education teachers to collaborate with their peers in sharing, reflecting upon and discussing their experiences of teaching.  Feedback indicates that they find the peer-review process valuable in preparing them for the realities of the classroom.  Future developments of this innovative way of enhancing the reflective abilities of trainee teachers include exploring its adoption in disciplines beyond Physical Education.

Peer review and evaluation: enhancing reflective abilities of trainee teachers

https://ueaeprints.uea.ac.uk/id/eprint/30562/1/AfPE_2011_ABSTRACT_PEER_EVALUATION.doc

Peer review and evaluation: enhancing reflective abilities of trainee teachers

Abstract

Similar works

Full text

Available Versions

University of East Anglia digital repository